The idea for WIEMO began in 2024, when I had the opportunity to attend a CERN Masterclass.

For the first time, I was able to explore particle physics beyond the classroom and engage with questions that had fascinated me for years. What is everything made of? How do scientists study particles that cannot be seen? How much of the universe do we still not understand?

When I returned, I realised how uncommon that opportunity had been, and how much it had changed the way I saw physics. I also began thinking about the many students who may never receive the chance to encounter the subject in this way. For them, particle physics might remain something distant and inaccessible, not because they lack curiosity, but because they have never been given the opportunity to explore it.

I wanted to help bridge that gap.

In 2025, I began WIEMO with a single pilot session, where I introduced students to some of the basic ideas I had encountered through the CERN Masterclass. I did not want the session to feel like another lecture. I wanted students to ask questions, imagine themselves as scientists, and experience the excitement of trying to understand the universe.

That first session showed me how powerful simple exposure could be. A subject that initially seemed unfamiliar quickly became something students were curious about. Their questions, excitement and willingness to engage made me realise that WIEMO could become more than a single session.

Since then, I have been joined by Reyansh and Nikhil, whose ideas, effort and commitment have helped WIEMO grow far beyond the original pilot session.

Reyansh has become an essential part of the initiative. He brings not only a strong understanding of difficult ideas, but also the ability to explain them with clarity, patience and energy. His ability to communicate in three languages has been especially important in helping us reach students from different backgrounds. He does much more than translate our sessions. He adapts examples, explanations and questions so that students can genuinely connect with what they are learning. His intelligence, confidence and presence in the classroom have helped make WIEMO more accessible, engaging and inclusive.

Nikhil has played an equally important role in building the technical side of WIEMO. He helped design and develop our website, giving the initiative a platform through which we can share our work, document our progress and connect with schools and organisations. He also supports the technology behind the project, helping us turn ideas into something functional, organised and sustainable. His work has allowed WIEMO to grow not only inside classrooms, but also as a wider initiative with a clear identity and presence.

What began as something I started alone has now become something we are building together. Each of us brings a different strength to the initiative, whether through teaching, communication, technology or planning. WIEMO is no longer simply my project. It is our shared effort, shaped by the people who contribute to it and by every student who asks a question during our sessions.